| List of Contributors | vii |
| Foreword | ix |
| Chapter 1 In the Beginning: The Historical and Conceptual Genesis of the Gradual Release of Responsibility | |
| P. David Pearson, Mary B. McVee and Lynn E. Shanahan | 1 |
| Chapter 2 We Must Know What They Know (And So Must They) for Children to Sustain Learning and Independence | |
| Janet S. Gaffney and Rebecca Jesson | 23 |
| Chapter 3 Releasing Responsibility for What? Developing Learning Environments for Text-based Inquiry in the Disciplines in Secondary Schools | |
| Cynthia Greenleaf and Mira-Lisa Katz | 37 |
| Chapter 4 The Ebb and Flow of Scaffolding: Thinking Flexibly about the Gradual Release of Responsibility during Explicit Strategy Instruction | |
| Lynn E. Shanahan, Andrea L. Tochelli-Ward and Tyler W. Rinker | 53 |
| Chapter 5 Sustainable School Improvement: The Gradual Release of Responsibility in School Change | |
| Kathryn H. Au and Taffy E. Raphael | 67 |
| Chapter 6 Leading Learning through a Gradual Release of Responsibility Instructional Framework | |
| Kimberly Elliot, Nancy Frey and Douglas Fisher | 91 |
| Chapter 7 Gradually Releasing Responsibility in Justice-centered Teaching: Educators Reflecting on a Social Justice Literacy Workshop on Police Brutality | |
| Tiffany M. Nyachae, Mary B. McVee and Fenice B. Boyd | 103 |
| Chapter 8 Gradual Release in the Early Literacy Classroom: Taking Languaging into Account with Emergent Bilingual Students | |
| Joseph C. Rumenapp and P. Zitlali Morales | 119 |
| Chapter 9 Employing the Gradual Release of Responsibility Framework to Improve the Literacy Instruction of Emergent Bilingual Students in the Elementary Grades | |
| Georgia Earnest García and Christina Passos DeNicolo | 137 |
| Chapter 10 Scaffolding Development of Self-regulated and Strategic Literacy Skills in Deaf or Hard-of-Hearing Students: A Review of the Literature through the Lens of the Gradual Release of Responsibility Model | |
| Maryam Salehomoum | 153 |
| Chapter 11 Literacy Coaching for Agentive and Sustainable Teacher Reflection: Joint Action within a Gradual Release of Responsibility as Apprenticeship | |
| Jennifer Sharples Reichenberg | 169 |
| Chapter 12 “See, You Can Make Connections with the Things You Learned Before!” Using the GRR to Scaffold Language and Concept Learning in Science | |
| H. Emily Hayden | 189 |
| Chapter 13 Passing the Pen: A Gradual Release Model of the Recursive Writing Process | |
| Evan Ortlieb and Susan Schatz | 205 |
| Chapter 14 Think Aloud, Think Along, Think Alone: Gradually Releasing Students to Use Comprehension Strategies in Elementary Classrooms | |
| Molly K. Ness | 217 |
| Chapter 15 Sustaining Culture, Expanding Literacies: Culturally Relevant Literacy Pedagogy and Gradual Release of Responsibility | |
| Jennifer D. Turner and Chrystine Mitchell | 229 |
| Chapter 16 Epilogue: Reflections on the Gradual Release of Responsibility Model: Where We’ve Been and Where We’re Going | |
| Janice A. Dole, Gerald G. Duffy and P. David Pearson | 245 |
| Index | 265 |